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Thomas Burger

on 17 March 2013

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Transcript of TESA

After taking the TESA course it became
evident that Strand C -Personal Regard
was an area in which I saw for
improvement. However, this strand was
not glaring with deficiency rather I saw it as an area of importance. So what did I do next? Lesson plans that encourage students to make connections between the material presented and their lives enhance learning (McCaslin and Good, 1996). A hand placed on an arm, on the shoulder or around the shoulders may communicate a feeling of warmth, support, caring or interest (Johnson 1997). A teacher doing something to stop a student's misbehavior (Kounin 1977). TESA by Tom Burger Touching Personal Interest and Compliments "Evaluation " Desist Personal Regard - Strand 3 Proximity


Personal Interest and Compliments


Desist Proximity Being a teacher!!

"Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each." -Plato Low achievers are frequently placed farther from the teacher or in a group that receives less of the teacher's attention. (Rist, 1972) -After review of my data I am now making it a point to continuously walk around the room to each and every student during each lesson. I have noticed that this not only engages the student, but also has worked to ensure the student is on task. Courtesy Teachers who demonstrated that they cared were most highly rated by students (Cothran and Ennis, 2000). This is a very powerful quote. The more that I show I care for my students the more that they will care and do for me and themselves. I felt that I have always been a compassionate person and care about my students. Having taking TESA I am now more conscious of what I am saying rather than the amount of times I may say something to a student. What is TESA? The theory behind it.. The surest way to create change is to change ourselves.

Good states teacher expectations as "inferences that teachers make about the future behavior or academic achievement of their students, based on what they know about these students now." What happened along the way? Unit 1- Takes a look at Equitable Distribution, Affirm/Correct, and Proximity.

Unit 2 - Individual Help, Praise, and Courtesy.

Unit 3 - Latency, Reasons for Praise, and Personal Interest and Compliments.

Unit 4 - Higher Level Questioning, Accepting Feelings, and Desist. By stopping to "smell the roses", I am able to listen to what my students are saying and to use their interests in planning. Not only does this peak their interest, but keeps them engaged. While I was observing others I found that during a lesson it is often difficult to make a connection about a students personal interest. My goal from this was to at least make one personal connection with a student at least once throughout the day. I felt that it might not have to be directly related to a lesson, rather to take time and listen to what they have to say is more important. My data concluded that my physical touching may be limited. However, when a student is in need of being reassured, feeling secure, or a hug to let them know that someone cares I am there for them. This is something that I have worked on and have found it to be rewarding. Once again, by taking a little extra time with a student it can go a long way. I have found from my practice that a change in behavior is more receptive from the student when it can be used in a positive manner. This is why I spend a lot of time going over expectations in the room and focusing on different processes. By giving a reward for a good choice, rather than being reactive the student does not feel singled out and perhaps ignorant. APEX A lot of useful information was gathered from taking the TEsA course. As a teacher I now have a deeper understanding not only how I teach students, but also how students see me as a teacher. Most importantly I am implementing necessary changes to become a better teacher and I see how my students are reaping the benefits.

In addition, I also received the benefit of observing other professional teachers doing what they do best. During these observations I was able to gather some very useful tricks of the trade and have applied a lot of them in my own classroom.

Overall, the experience was invaluable and something that I will always reflect back to when it comes to my practice in the classroom. What better way to connect with a student than to make them laugh. Research Says Take a Personal Interest in Students

Probably the most obvious way to communicate appropriate levels of cooperation is to take a personal interest in each student in the class. As McCombs and Whisler (1997) note, all students appreciate personal attention from the teacher. Although busy teachers—particularly those at the secondary level—do not have the time for extensive interaction with all students, some teacher actions can communicate personal interest and concern without taking up much time.
Teachers can
-Talk informally with students before, during, and after class about their interests.
-Greet students outside of school—for instance, at extracurricular events or at the store.
-Single out a few students each day in the lunchroom and talk with them.
-Be aware of and comment on important events in students' lives, such as participation in sports, drama, or other extracurricular activities.
-Compliment students on important achievements in and outside of school.
-Meet students at the door as they come into class; greet each one by name.
http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx We can all be successful with a little hard work and a little heart.
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